FACTORS LEADING TO LIMITED RESEARCHES CONDUCTED BY PHILIPPINE PUBLIC SCHOOL TEACHERS
Keywords:Action research, Content analysis, Leyte, Public school, Public school teacher
The study investigated the pedagogical competence of teacher’s and its influence on student’s academic achievement. The descriptive survey research design was adopted and the census (all) sampling technique was used to sample 250 Junior High School (JHS) teachers in Ashaiman Municipality. The collected data from the close-ended questionnaire was analysed with mean and standard deviation on the scale of 1-4 and the Pearson’s Product Moment Correlation was used to test the hypothesis. The study revealed that as a pedagogical competence, the teachers provided appropriate feedback, adapted to changing conditions, explained content to students and communicated learning goals effectively. It was also found that there was a positive weak relationship between the classroom management competence of teachers and student’s academic achievement. The study, therefore, concluded that pedagogical competence of teachers could help promote deep knowledge, understanding and expectation among students if teacher’s pedagogical competencies are effective. Also, when teachers increase their knowledge and competence to manage the classroom, they could provide high expectations for student’s social support, guidance and independent thought in learning. Recommendations were made to the municipal education directorate, Ghana Education Service and Ministry of Education, Ghana based on the findings.
• Alber, S. R., & Nelson, J. S. (2002). Putting research in the collaborative hands of teachers and researchers: An alternative to traditional staff development. Rural Special Education Quarterly, 21(2), 24-32. doi.org/10.1177/875687050202100104
• Atay, D. (2006). Teacher’s professional development: Partnerships in research. TESL-EJ,
10(2). Retrieved from http://www.tesl-ej.org/wordpress/issues/volume10/ej38/ej38a8/
• Bala, R. (2014). Teacher as researcher. International Journal of Research in Social Sciences and Humanities. 3(2). 10-16. Retrieved from http://www.ijrssh.com/images/short_pdf/Oct_2014_DR.%20RAJNI%20BALA%20Dec%202.pdf
• Bondy, S. (2001). Warming up to classroom research in a professional development school. Contemporary Education, 72(1), 8-6.
• Borg, S. (2014). Teacher research for professional development. In G. Pickering &
P. Gunashekar (Eds.), Innovation in English Language Teacher Education Selected papers from the fourth International Teacher Educator Conference, Hyderabad, India (pp. 23-28). New Delhi,
India: British Council.
• Burns, A. (2010). Doing action research- what’s in it for teachers and institutions? International House Journal of Education and Development, (29). 3-6. Retrieved from http://ihjournal.com/ doing-action-research-%e2%80%93-what%e2%80%99s-in-it-for-teachers-and institutions-by-anne-burns
• Cain, T., & Milovic, S. (2010). Action research as a tool of professional development of
advisers and teachers in Croatia. European Journal of Teacher Education, 33(1), 19-30.
• Corey, S. M. (1953). Action research to improve school practice. New York, USA: Bureau of Publications, Teachers
College, Columbia University.
• Darling-Hammond, L. (1985). Valuing teachers; The making of a professional. Teachers College Record, 87(2), 205-218. Retrieved from https://www.tcrecord.org
• Dehghan, F., & Sahragard, R. (2015). Iranian EFL teacher’s views on action research and its
application in their classrooms: A case study. Journal of Teacher Education and
Educators, 4(1), 39–52. Retrieved from http://jtee.org/document/issue7/MAKALE%203.pdf
• Department of Education. (2016). Adoption of the basic education research agenda (DepEd order memo no. 39, s. 2016). Retrieved from https://www.deped.gov.ph/2016/06/10/do-39-s-2016-adoption-of-the-basic-education-research-agenda/
• Department of Education. (2015). New organizational structures of the central, regional, and schools division offices of the Department of Education (DepEd Memo Order No. 52, s 2015). Retrieved from https://www.deped.gov.ph/2015/10/30/do-52-s-2015-new-organizational-structures-of-the-central-regional-and-schools-division-offices-of-the-department-of-education/
• Department of Education. (2013a). Our Department of Education vision, mission and core values (DepEd Order Memo Order No. 36, s. 2013). Retrieved from https://www.deped.gov.ph/2013/09/04/do-36-s-2013-our-department-of-education-vision-mission-and-core-values-deped-vmv/
• Department of Education. (2013b). Approval and implementation of the 2013 DepEd rationalization program (DepEd Order No. 53). Retrieved from https://www.deped.gov.ph/2013/12/03/do-53-s-2013-approval-and-implementation-of-the-2013-deped-rationalization-program/
• Department of Education-Leyte Division. (2016). Division’s annual accomplishment report 2016. Palo, Philippines: DepEd-Leyte Division.
• Educational Planning and Research Department. (1997). Program for innovation, excellence and research (PIER) (1993-1996) Report. Kuala Lumpur, Malaysia: Ministry of Education.
• Falk, B., & Blumenreich, M. (2005). The power of questions: A guide to teacher and student research. Portsmouth, New Heinemann: Heinemann Educational Books.
• Glanz, G. (2003). Action research: An educational leader’s guide to school improvement (2nd ed.). Massachusetts, New England: Christopher-Gordon Publishers, Inc.
• Hancock, R. (1997). Why are class teachers reluctant to become researchers? Journal of In-Service Education, 23(1), 85-99.
• Hine, G. S. C. (2013). The importance of action research in teacher education programs. Issues in Educational Research, 23(2), 151-162. Retrieved from http://www.iier.org.au/iier23/hine.pdf
• Hong, C. E., & Lawrence, S. A. (2011). Action research in teacher education: Classroom inquiry, reflection, and data-driven decision making. Journal of Inquiry & Action in Education, 4(2), 1-17. Retrieved from http://www.wpunj.edu/dotAsset/330733.pdf
• Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content
analysis. Qualitative Health Research, 15(9), 1277-1288.
• Johnson, A. P. (2012). A short guide to action research (4th ed.). New Jersey: Pearson.
• Johnson, B. (1993). Teacher-as-researcher. ERIC digest. Retrieved from http://files.eric.ed.gov/fulltext/ED355205.pdf
• Kutlay, N. (2012). A survey of English language teacher’s views of research. Procedia-Social and Behavioral Sciences. 70, 188-206. doi.org/10.1016/j.sbspro.2013.01.055
• Lapus, J. A. (2009). Guidelines for the Implementation of CSC Resolution No. 080096 on Working Hours for Public School Teachers. Pasig City, Philippines: Department of Education. https://www.deped.gov.ph/wp-content/uploads/2018/10/DO_s2009_16.pdf
• Mahani, S., & Molki, A. (2012). Enhancing the quality of teaching and learning through action research. Journal of College Teaching & Learning (TLC), 9(3), 209-216. doi.org/10.19030/tlc.v9i3.7086
• McDonough, K. (2006). Action research and the professional development of graduate teaching assistants. The Modern Language Journal, 90(1), 33-47. doi.org/10.1111/j.1540-4781.2006.00383.x
• McLaughlin, C., Black-Hawkins, K., & McIntyre, D. (2004). Researching teachers, researching schools, researching networks: A review of the literature. Retrieved from https://www.educ.cam.ac.uk/research/programmes/super/ReviewOfLiterature.pdf
• McNiff, J. (2010). Action research for professional development: Concise advice for
new and experienced action researchers. Dorset: September Books.
• Meerah, T. S. M., Johar, A. R., & Ahmad, J. (2002). What motivates teachers to conduct research? Journal of Science and Mathematics Education in S.E. Asia, 15(1), 1-24.
• Mills, G. (2003). Action research: A guide for the teacher researcher. Upper Saddle River: Pearson Education, Inc.
• Morales, M. P. E. (2016). Participatory action research (PAR) cum action research (AR) in
teacher professional development: A literature review. International Journal of Research in Education and Science, 2(1), 156-165.
• Morales, M. P. E., Abulon, E. L. R., Soriano, P. R., David, A. P., Hermosisima, M. V. C., & Gerundio, M. G. (2016). Examining teacher’s conception of and needs on action research. Issues in Educational Research, 26(3), 464-482.
• Planning and Research Unit. (2016). Teacher’s researches records 2016. Department of Education. Leyte Division.
• Sheikh, A. S. F., Sheikh, S. A., Kaleem, A., & Waqas, A. (2013). Factors contributing to lack of interest in research among medical students. Advances in Medical Education and Practice, 4, 237-243. doi.org/10.2147/AMEP.S51536
• Stewart, T. (2013). Classroom research and classroom teachers. FLLT conference proceedings, Language Institute of Thammasat University, Bangkok, Thailand. Retrieved from http://www.litu.tu.ac.th/journal/FLLTCP/Proceeding/134.pdf
• Taskeen, S., Shehzadi, A., Khan, T., & Saleem, N. (2014). Difficulties faced by novice researchers: A study of universities in Pakistan. International Journal of Art and Literature, 1(1), 1-4. Retrieved from http://www.openscienceonline.com/journal/archive2?journalId=702&paperId=338
• Thayer, A., Evans, M., McBride, A., Queen, M., & Spyridakis, J. (2007). Content analysis as a best practice in technical communication research. Technical Writing and Communication, 37(3), 267-279. doi.org/10.2190/TW.37.3.c
• Ulla, M. B., Barrera, K. I. B., & Acompanado, M. M. (2017). Philippine classroom teachers as researchers: Teacher’s perceptions, motivations, and challenges. Australian Journal of Teacher Education, 42(11). 51-64.
• Vec, T. R., & Rupar, B. (2015). Evaluation of teacher’s perceptions of action research process effects: What leadership style is appropriate for the implementation of change in schools? National Education Institute, Slovenia.
• Wa-Mbleka, S. (2016). Factors leading to limited faculty publications in Philippine higher education institutions. International Forum, 18(2), 121-141.
• West, C. (2011). Action research as a professional development activity. Arts Education
Policy Review, 112(2), 89–94. doi.org/10.1080/10632913.2011.546697